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SI Flashcards

1
Q

Hermans et al., (2003)

When people eat in groups….

A

They tend to eat more than when alone

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2
Q

de Castro + de Castro (1989)

What was the method?

A

Food diary (7 days)

Recorded whether alone/social

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3
Q

de Castro + de Castro (1989)

Called their finding -

A

Social correlation

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4
Q

de Castro + de Castro (1989)

Named their finding

A

Social correlation

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5
Q

de Castro + de Castro (1989) named their finding ‘social correlation’, as as the number of…

A

People increased, so did food intake

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6
Q

de Castro + de Castro (1989)

Findings

Meals eaten with others were

A

44% larger than when alone

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7
Q

de Castro + de Castro (1989)

Findings

How were the findings further strengthened

A

Multiple studies confirmed

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8
Q

de Castro + de Castro (1989)

2 limitations

A
  1. Self-reported eating

2. Correlational data; no cause and effect

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9
Q

de Castro + de Castro (1989)

A limitation could be the lack of control for alcohol, as alcohol

A

Increases food intake

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10
Q

Experimental (lab) evidence for social facilitation comes from

A

Clendenen et al., (1994)

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11
Q

Clendenen et al., (1994) (Social Facilitation)

What were the research questions? (2)

A
  1. Is SF found in lab settings?

2. Effect still found when with strangers?

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12
Q

Clendenen et al., (1994) (Social Facilitation)

Students ate with either ______ or ______

A

Friends

Strangers

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13
Q

Clendenen et al., (1994) (Social Facilitation)

Students ate with either friends or strangers, in (3) groups…

A
  1. Solo eating
  2. Paired eating
  3. Eating in fours
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14
Q

Clendenen et al., (1994) (Social Facilitation)

Findings (Solo vs Social)

(2)

A
  1. Greater intake in 2s/4s

2. No difference BETWEEN 2s/4s

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15
Q

Clendenen et al., (1994) (Social Facilitation)

Findings (Strangers Vs Friends)

(1)

A
  1. Greater intake amongst friends compared to strangers
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16
Q

FOUR explanations for social facilitation?

A
  1. Time extension theory
  2. Arousal
  3. Distraction
  4. Modelling
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17
Q

What was de Castro (1995)’s social facilitation theory?

A

Time extension theory

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18
Q

de Castro (1995)’s Time Extension Theory proposes that

A

Group meals take longer –> inc. food cue exposure –> more intake

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19
Q

de Castro (1995) Time Extension Theory

Group meals take longer –> ____________ –> more intake

A

More food cue exposure

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20
Q

de Castro (1995) Time Extension Theory

____________ –> more food cue exposure –> more intake

A

Group meals take longer

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21
Q

Zajonc (1965)’s Arousal theory of social facilitation?

A

Arousal = activated appetite

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22
Q

Why is Zajonc (1965’s) theory of arousal unlikely?

A

Arousal can also SUPPRESS appetite

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23
Q

Bellisle (2001) Distraction theory is a theory of

A

Social facilitation

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24
Q

Time Extension
Arousal Theory
Distraction Theory
Modelling Theory

All theories of

A

Social facilitation

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25
Bellisle (2001) distraction theory states that distraction from social setting may result in
Less monitoring of food intake/reduced awareness of fulness
26
Who came up with the Time Extension Theory?
de Castro, 1995
27
Modelling refers to....
Using social others as a 'model' for eating behaviour
28
Nisbett and Storm (1974) found that the more a confederate eats
The more the participant does
29
Conger et al., (1980) found that when a confederate eats less
So does the participant
30
Pliner and Chaiken (1990) RQ: Will an _______ confederate influence the amount eaten by participants?
Attractive
31
Pliner and Chaiken (1990) (Confederate Attractiveness) Findings:
1. FEMALES ate less when the confederate was attractive
32
Pliner and Chaiken (1990) (Confederate Attractiveness) Findings (males):
Non-significant difference
33
Pliner and Chaiken (1990) Why did the researcher's propose that this effect occurred?
'Self-presentation'
34
Pliner and Chaiken (1990) 'Self-presentation' - the females may have eaten less to convey
A feminine social identity
35
2 Studies (Core Reading)
1. Robinson, Flemming and Higgs (2014) - Norms | 2. Lim et al., (2018) - Stress + Gender
36
Robinson, Flemming and Higgs (2014) RQ: Are social norm messages more effective than
Health-based messages
37
Robinson, Flemming and Higgs (2014) Hypothesis: Social norm messages would
Lead to greater F/V take than health messages
38
Robinson, Flemming and Higgs (2014) Descriptive norm message: students eat
More vegetables than you'd think
39
Robinson, Flemming and Higgs (2014) Health message: cancer risk....
Can be improved by eating Veg
40
Robinson, Flemming and Higgs (2014) What was measured?
Veg intake at lunch
41
Robinson, Flemming and Higgs (2014) Which message was more effective?
Descriptive norm
42
Robinson, Flemming and Higgs (2014) How did the descriptive norm message influence students?
They increased veg. intake
43
Robinson, Flemming and Higgs (2014) Was there a difference for already high-vegetable consumers?
No, not in either condition
44
Robinson, Flemming and Higgs (2014) The results may have been found because the low consumers were more motivated to...
Adhere to the presented norm
45
Robinson, Flemming and Higgs (2014) What is a limitation of this study?
No control group to compare
46
Thomas et al., (2017) investigated social norms in
Real-world settings (UK restaurant)
47
Thomas et al., (2017) Where was the setting of the study?
UK restaurant
48
Thomas et al., (2017) UK restaurants What was measured?
No. of meals purchased containing veg Pre/during/post
49
Thomas et al., (2017) UK restaurants What was found?
Signif. increase in purchase of vegetables pre to post
50
Thomas et al., (2017) UK restaurants Two limitations of study
1. Wastage not recorded | 2. No data on WHO's intake increased
51
Stok, de Ridder, de Vet + Wit (2014) 96 students allocated to (3) different types of message
Descriptive Injunctive Control
52
Stok, de Ridder, de Vet + Wit (2014) What was the INJUNCTIVE message?
Majority of students think other students should eat sufficient fruit
53
Stok, de Ridder, de Vet + Wit (2014) What was the DESCRIPTIVE message
Most students try to eat sufficient fruit
54
Stok, de Ridder, de Vet + Wit (2014) Findings ________ norms had no effect compared to control
Injunctive
55
Stok, de Ridder, de Vet + Wit (2014) Which out of descriptive/injunctive/control was the most effective?
Descriptive
56
Sparkman + Walton (2017) What is a dynamic norm?
Refers to how behaviour changes over time
57
Sparkman & Walton (2017) Pps were presented with an online survey with either ______ or ______ messages. Asked:
Dynamic/Static "How interested are you in consuming less meat?"
58
Sparkman+ Walton (2017) "3 in 10 people eat less meat than they otherwise would" What condition is this?
Static
59
Sparkman + Walton (2017) "In recent years, 3 in 10 people have changed their meat-eating behaviours" What condition is this and why?
Dynamic Describes how behaviour has changed
60
Stok, de Ridder, de Vet + Wit (2014) "Most high school students think others should eat more fruit" What condition is this?
Injunctive
61
Stok, de Ridder, de Vet + Wit (2014) "Most high-school students try to eat fruit" What condition is this?
Descriptive
62
Sparkman & Walton (2017) Which condition was more effective - static or dynamic?
Dynamic
63
Sparkman & Walton (2017) Dynamic condition was more effective, although pps in the static condition
Reported some interest
64
Vartanian et al., (2015) identified (4) limitations of social norm studies...
1. Mostly lab experiments 2. Uncertain situations 3. Demand Cs 4. Sample (e.g. males less influenced than females)
65
Cruwys et al., (2015) identified 3 individual differences in who is affected by social norms. These are
1. Low self esteem/high need for acceptance 2. Body weight 3. In group/outgroup
66
Cruwys et al., (2015) How might body weight of others affect social influence?
More modelling if social others are same size
67
Cruwys et al., (2015) If an undesirable outgroup norm is to eat healthy, we are MORE likely/LESS likely to eat healthy
Less likely
68
Cruwys et al., (2015) We tend to do the _______ of whatever an....
Opposite Undesirable outgroup does
69
Descriptive norms are worse/better than injunctive
Better
70
_________ _________ influence the impact of social influence
Individual differences
71
What was the core reading
1. Robinson, Fleming + Higgs (2014)

246 S2 (18 decks)

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